mQ4 



«jiversity o! the State of New York Bulletin 

Entered as second-class matter August a, 1913, at the Post Office at Albany, N. Y., under the 

act of August 34> 191a 

Published fortnightly- 



No. 703 



ALBANY, N. Y. 



February i, 1920 



Q r."^'- 



'^ U>1»N>-*~ W 



i k ■** -.'V 



HIGH SCHOOL DEPARTMENTS OF VOCATIONAL 
AGRICULTURE 



PAGE 

Foreword i 

Introduction 3 

Purpose of the bulletin 5 

Division of Agricultural and Indus- 
trial Education 5 

High school department of voca- 
tional agriculture 6 

Establishing a department of voca- 
tional agriculture 6 

Requirements for state and federal 

aid 7 

Purpose of aid 8 

Amount of aid 9 

Qualifications of teachers. ... 10 

Advisory boards 11 

Notes on organization and admin- 
istration II 

Curriculums 11 

Suggested arrangement of 

schedule of classes 13 



/ 
I 

' PAGE 

Courses of study and teach- 
ing plans 15 

The home project 16 

Laboratory and recitation room 

and farm shop 18 

Equipment 20 

Use of land 26 

The agricultural library 27 

Summer work of the teacher of 

agriculture 28 

Groups of pupils to be reached ... 29 
Duplication of money for appara- 
tus and utensils 30 

Teacher of agriculture as princiijal 30 

Nonresident tuition 30 

Time of receiving apportionments 30 

School records 30 

Suggested teacher's contract 31 

Terminology ^2 



ALBANY 

THE UNIVERSITY OF THE STATE OP NEW YORK 

1920 



T48r-Di9-2O0O 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Begenta of the University 

With years when terms expire 

(Revised to June 15, 1920) 

1926 Pliny T. Sexton LL.B. LL.D. Chancellor - ~ Palmyra 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. - - - - -Brooklyn 

1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

1924 Adelbert Moot LL.D. ------ -Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt. D. ----------- Tuxedo 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 
1932 James Byrne B.A. LL.B. LL.D. ----- New York 

1929 Herbert L. Bridgman M.A. ------ Brooklyn 

193 1 Thomas J. Mangan M.A. ----- - Binghamton 

1921 William J. Wallin M.A. - ----- - Yonkers 

1923 William Bondy M.A. LL.B. Ph.D. - - - New York 

President of the University and CommiBsioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Counsel 

Frank B. Gilbert B.A. LL.D. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A. L.H.D. LL.D. Pd.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S. LL.D. 

Assistant Commissioner for Elementary Education 

George M. Wiley M.A. LL.D. 

Director of State Library 

Jam,es L Wyer, Jr, M.L.S. Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc. LL.D, 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 

Archives and History, James Sullivan M.A. Ph.D. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations and Inspections, George M. Wiley M.A LL.D. 

Law, Frank B. Gilbert B.A. LL.D., Counsel 

Library School, James I. Wyer, Jr, M.L.S. Pd.D. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abrams Ph.B. 

or Of •.', 






FOREWORD 



" I have visited, or walked or ridden through every county of 
this great State. I have seen the vineyards of Chautauqua, the 
orchards of the Genesee, the hop-fields of the Chenango, the farms 
of the Mohawk, the pastures of the St Lawrence, the forests of 
the Adirondacks, the flower-gardens of the Hudson, the geranium 
window-boxes of Manhattan, the asparagus beds of Oyster Bay 
and the sea-weed shores of Suffolk. And, seeing, I have marvelled 
at the varied productivity of a soil which, like a magician, brings 
forth now a turnip and now a peach, now an onion and now a rose, 
and in the seasons round everything from a homely Irish potato to 
an exquisite orchid. The fields are full of mystery and miracle. 

" But as I have ridden on the railroads or walked in the highways, 
with narrow strips of waste ground on either side of the track or 
road filled with weeds or wild flowers or stunted bushes, I have 
been riiade concious that the Almighty is dependent upon man for 
the working of these miracles of the fields. He can make, unaided 
of man, potatoes, but only small potatoes and of acrid taste. He 
had to make a primitive man and even teach him to use a hoe before 
He, the Omnipotent One, could grow a patch of potatoes. Then he 
had to teach boys and men chemistry (the uses of Paris Green and 
arsenate of lead) and plant physiology and soil physics before he 
could make such prize potatoes as are to be seen at this Fair." 

The above quotation from an address which I made at the State 
Fair at Syracuse will intimate my appreciation of the vital import- 
ance of the training which will make such cooperation possible. 

The movement is already well under way in the vocational depart- 
ments of agriculture in some seventy of our rural high schools. 
Their number could well be doubled to better serve the interests and 
demands of those contemplating agricultural pursuits. I would invite 
■ boards of education administering rural high schools to give special 
consideration to the establishment of departments of vocational 
agriculture. 

John H. Finley 



INTRODUCTION 



Agriculture is our oldest and largest industry, however measured. 
In the early development of this Nation the economic policy of the 
government was concerned chiefly with interests of industries in 
the centers of population. During this period agriculture developed 
rapidly because of natural conditions which favored its progress. 
The fostering of manufacturing and commerce brought economic 
and social problems which have long been recognized. In the wake 
of these conditions have come problems strictly rural in character 
which the American people have begun but recently to appreciate. 
Chief among these is the creation and the maintenance of an environ- 
ment on the farm and in the farm home such that a fair proportion 
of intelligent and able American citizens will continue to earn their 
livelihood from the land. 

In few lines of work has there been greater progress in the past 
generation than in the science of agriculture. Several generations 
of farm experience and years of scientific research have resulted 
in a fund of information concerning crop and animal production. 
For nearly half a century the colleges of agriculture have been 
training young men and women in the science and practice of agri- 
culture and for service in rural communities. Not until the past 
decade, however, has the public school assumed its full responsibility 
in training for rural life the youth who were unable to attend the 
agricultural college. Since the enactment in 1909 of the law relat- 
ing to vocational education the State has encouraged local com- 
munities to undertake the teaching of vocational agriculture in the 
high school. The federal vocational education act passed by Con- 
gress in 191 7 provides for the promotion and extension of agri- 
cultural education through the schools in the several states. Local 
boards of education desiring to introduce agricultural instruction 
as a part of the high school work have been able to do so by virtue 
of liberal state and federal aid. At the present time seventy high 
school departments are in operation. The instruction is designed 
primarily for farm boys and young men of the community who 
desire to follow farming as a vocation. 

Experience indicates that the most effective agricultural instruc- 
tion is conducted in schools located in regions where a large number 
of persons are engaged in farming as a vocation and which are 



sufficiently large to warrant a good average enrolment in the agri- 
cultural classes. Before the establishment of a department of agri- 
culture a preliminary survey should be made to insure that such 
conditions obtain. It has been inevitable that some mistakes should 
have been made in the early development of a type of instruction 
so complex as that of vocational agriculture. In a few high schools 
courses have been established and later discontinued for legitimate 
reasons. However, as the forward-looking program of agricultural 
education is extended the experiences gained in these schools will 
be fully utilized so that ultimately there may be established in this 
State strong departments sufficient in number to meet educational 
needs in agriculture. 

A high school department of vocational agriculture is but a part 
of an organized nation-wide movement to promote better farming, 
better business and better living. Instruction in such a department 
means more than an attempt to turn back to the farm the tide that 
flows cityward or to induce children to stay in school, although these 
are natural outcomes of such instruction. The true purpose of 
agricultural education is to fit for agricultural pursuits those who 
may cast their lots with the farm. It is based on the recognition of 
the dignity of labor and the necessity for practical experience in 
the attainment of a well-rounded education. While emphasizing 
training in the skill and knowledge necessary to control plant and 
animal production such education includes the usual instruction in 
English, history, economics, science and mathematics which every 
boy should receive in preparation for social efficiency and leadership 
in rural affairs. 

This bulletin has been prepared by A. K. Getman, specialist in 
agricultural education. Valuable assistance has been rendered by 
A. P. Williams and W^ J. Weaver, assistants in agricultural educa- 
tion. Acknowledgment is also made of helpful suggestions given 
by Prof. G. A. Works and Prof. W. F. Lusk of the rural education 
department and L. M. Roehl of the de]:)artment of rural engineering, 
State College of Agriculture. 

The list of equipment was prepared by a committee representing 
the Education Department and the .State College of Agriculture, 
together with the following teachers of agriculture: H. L. Case, 
L. R. Hart, Roy Olney, O. B. Trowbridge and Ray Huey. 

L. A. Wilson 
Director, Division of Agricultural and Industrial Education 

April 26, IQ20 



University ol tlie State ol New Yorif Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 
under the act of Au;^ust 24, 19 12 

Published fortnightly 

No. 703 ALBANY, N. Y. February i, 1920 



HIGH SCHOOL DEPARTMENTS OF VOCATIONAL 

AGRICULTURE 

PURPOSE OF THE BULLETIN 

This bulletin treats of the organization and administration of a 
high school department of vocational agriculture. It is one of a 
series of publications issued by the Division of Agricultural and 
Industrial Education of The University of the State of New York 
designed to give information to school officials concerning rules 
and regulations governing the organization and administration of 
state-aided vocational schools. 

The general bulletins issued by the Division of Agricultural and 
Industrial Education are as follows : 

1 State-aided E\eriing Vocational Schools 

2 High School Departments of Vocational Agriculture 

3 State-aided High School Departments of Homcmaking 

4 Practical Arts Courses for Girls 

5 The General Industrial School 

6 Unit Trade and Technical School 

7 Part-time or Continuation Schools and Classes 

DIVISION OF AGRICULTURAL AND INDUSTRIAL 

EDUCATION 

The Division of Agricultural and Industrial Education of The 
University of the State of New York is charged with the general 
supervision of vocational education as provided for under the 
State Education Law, the administration of vocational education 
under the provisions of the federal vocational education act. and 
with the duty of gathering and making known all obtainable help- 
ful information upon the subject. 

Whenever the establishment of any form of vocational instruc- 
tion is contemplated in any locality in this State, application for 
preliminary advice and guidance should be freely made to this 
division. 



6 

A HIGH SCHOOL DEPARTMENT OF VOCATIONAL 

AGRICULTURE 

A high school department of vocational agriculture is to be con- 
sidered an integral part of the organization of a public high school. 
Pupils in such a department recite their nonvocational subjects, 
such as English, history, economics, science and mathematics, in the 
same classes with pupils in other departments in the school. 

The principal of the school is responsible for the general admin- 
istration of the department of agriculture and for making adminis- 
trative and financial reports to the Division of Agricultural and 
Industrial Education. 

ESTABLISHING A DEPARTMENT OF VOCATIONAL 

AGRICULTURE 

When local school officials contemplate the establishment of a 
high school department of vocational agriculture, the following 
information should be furnished to the Division of Agricultural and 
Industrial Education : ( i ) number of boys in the academic depart- 
ment, (2) number of boys residing on farms, (3) registration of 
boys in the grammar grades of the rural schools tributary^ to the 
high school, (4) demand for instruction in vocational agriculture, 
(5) total assessed valuation of the school district, (6) extent to 
which farmers will cooperate in promoting the work of the depart- 
ment of agriculture. 

When this information is received, if conditions seem to war- 
rant, a detailed survey will be made by representatives of this 
division who will visit the school and confer with the school officers 
and other persons interested in organizing and promoting instruc- 
tion in vocational agriculture. 

In a city, a board of education has authority to establish a high 
school department of vocational agriculture but in a union free 
school district or a common school district, if after a survey has 
been made it seems expedient to establish a department of agricul- 
ture, the question must be sulmiitted to an annual or special district 
meeting. (The resolutions should be voted upon either by ballot or 
by taking and recording the ayes or noes. The resolution to be 
submitted at such meeting may be in the following form:) 

Resolved, That the trustees or hoard of trustees of, or board of education 

of union free school district no , town I.... count> 

of , estabhsh and maintain as a part of the public school 



system of such district a school of agriculture, mechanic arts and homemak- 
ing for the school year beginning August i, 19.., and provide the necessary 
equipment and instruction therefor. 

The resolution includes a provision for a department of home- 
making because under the law a department of vocational agri- 
culture and a department of homemaking in the same school are 
designated as a "school of agriculture, mechanic arts and home- 
making." 

After a district has voted to establish a school it rests with the 
board of education to detennine when the work in homemaking 
shall be started, but it is assumed that both agriculture and home- 
making are contemplated when the district votes to establish the 
school. 

Soon after the resolution is adopted the board of education 
should provide for raising in the annual tax budget such a sum 
as may be necessary to carry out the provisions of the resolution. 
Immediate steps should also be taken to investigate the record of 
some man who is competent to teach agriculture. The qualifica- 
tions of teachers on page 10 furnish an idea of what is required. 

REQUIREMENTS FOR STATE AND FEDERAL AID 

' The minimum requirements to be met by local school authorities 
desiring state and federal aid on account of the establishment and 
maintenance of a high school department of vocational agriculture 
are as follows : 

1 All departments and classes must be under public supervision 
and control. 

2 In the work of a department of agriculture provision must be 
made for at least six months of directed or supervised practice in 
agriculture. 

3 Pupils should be trained for the vocation of farming with 
special einphasis on those types of farming w^iich are dominant 
in the community. 

4 The two rooms used for agricultural instruction must be 
adequate to insure the accomplishment of reasonable standards of 
work and to carry out the purposes for which the course was 
established. (See page 18.) 

5 The agricultural library should contain such books, bulletins 
and periodicals as are necessary for efficient study and instruction 
in the subjects to be taught. (See page 27.) 



8 

6 Provision should be made for such professional improvement 
of the teacher of agriculture as may be designated by the Com- 
missioner of Education. 

7 Provision must be made in each department of agriculture for 
the minimum equipment listed on page 2i. 

8 A department of agriculture must have an enrolment of at 
least twelve pupils throughout the year. The Commissioner of 
Education, however, may in his discretion approve of a depart- 
ment of agriculture with an enrolment of less than twelve pupils 
wdien the local school authorities submit evidence showing that 
such condition is temporary in character. 

9 Provision must be made for such expenses of travel of the 
teacher of agriculture as are necessary properly to supervise the 
project activities of the pupils registered in the agricultural course. 
At least fifty dollars must be set aside by the board of education 
to meet this requirement. 

10 The time of the teacher of agriculture must be devoted 
exclusively to the teaching of vocational pupils except in special cases 
and then only after consultation with and the approval of the Com- 
missioner of Education. 

11 A department of agriculture is required to maintain an organ- 
ization and courses of study which meet the approval of the Com- 
missioner of Education. 

12 The local school authorities are required to make adequate 
provision for the filing of all official records of the department 
of agriculture. (See page 30.) 

PURPOSE OF AID 

The primary purpose of state and federal aid is to stimulate 
local comnumities in the establishment and to assist them in the 
maintenance of vocational education. Separate rooms and equip- 
ment must be provided and a large amount of individual instruction 
given if this type of education is to be effective. The special plant 
and equipment and the individual instruction are necessarily expen- 
sive. On account of this financial outlay local communities must 
be reimbursed if vocational instruction is to be developed. 

The state and federal governments bear a large proportion of the 
cost of maintaining vocational courses because pupils trained in the 
skilled occupations may not ultimately reside in the community in 
which they receive their training. Furthermore, it is the function 
of the state and federal governments to promote and extend a 
type of education so vitally affecting state and national prosperity. 



Vocational instruction as a part of the public school system 
should be considered in every way as a cooperative enterprise con- 
ducted by a local board of education and the State Education 
Department. The State Education Department administers both 
state and federal funds. The standards which are set up have 
been formulated in the interests of efficient instruction in the 
individual school. A complete unity of effort on the part of local 
boards of education and the Department of Education is necessai"}- 
if the highest grade of instruction and the fullest measure of results 
are to be attained. 

AMOUNT OF AID 

Under the provisions of article 22 of the State Education Law 
and the federal vocational education act, the benefits of which were 
accepted by the State Legislature, the Commissioner of Education 
is charged with the work of organization, promotion and extension 
of vocational education and has the authority to reimburse from 
both state and federal funds local communities which establish 
and maintain approved courses in vocational subjects. If in the 
organization and maintenance of a department of agriculture the 
minimum recjuirements are met, boards of education are entitled 
to apportionments from state and federal funds as indicated in the 
following table : 

Table showing the proportion of the agricultural teacher's salary paid by the 
local community, the State and from federal funds 



YEARLY SALARY 



NET COST 
TO LOCAL 
COMMUNITY 



REIMBURSEMENT FROM 



STATE 

FUNDS 



FEDERAL 

FUNDS 



?IIOO 

1200 

1300 

1400 

1500 

1600 
1700 
1800 
1900 
2000 
2100 
2200 
2300 
2400 



$300 

333 = 
366^ 
200 

233' 

266 1 

300 

333^ 

366! 

400 

433 1 

466 1 

500 

533I 



$800 
866 § 

9333 
1000 
1000 
1000 
1000 
1000 
1000 
1000 
1000 
1000 
1000 
1000 



$200 
266I 

3333 

400 

466I 

5335 

600 

666 f 

733I 

800 

8661 



10 



QUALIFICATIONS OF TEACHERS 



No teacher should be employed for vocational work who has 
not a special authorizing certificate. In order to receive such a 
certificate teachers must show evidence of graduation from a four- 
year high school course or the equivalent, and also from a four- 
year agricultural college in which an approved course has been 
pursued. Such a course must provide that at least lo per cent 
of the college credit hours be obtained from educational and pro- 
fessional subjects. In general, these subjects include educational 
psychology, principles of teaching, special methods and observa- 
tion and practice teaching. 

It is not sufficient simply to employ certified teachers; success- 
ful teaching by them, evidence of which will be secured to some 
extent by official inspection, will be needful to obtain or retain the 
necessary approval by the Commissioner of Education of the teach- 
ing force of a high school department of . agriculture, as a satis- 
factoiy part of its organization. 

The Division of Agricultural and Industrial Education has no 
desire to select the teacher of agriculture but since the State pays 
a large proportion of the salary of the first teacher and one-half 
the salary of each additional teacher of vocational subjects, it is 
incumbent upon the division having charge of this work to insist 
that only the best available teachers be engaged. Boards of educa- 
tion should, therefore, consult with this division before contracting 
with their vocational teachers. 

It is especially desirable that the same teacher, if efficient, be 
retained for several years as the experience gained each year, the 
knowledge of community conditions and the touch with the home 
projects make the work increasingly effective. If teachers change 
frequently it is hardly possible to make the most of this work. 
The following points concerning the teachers of agriculture should 
be kept in mind : 

1 A teacher of agriculture should be thoroughly conversant with 
farm life, either from his home life or extended experience working 
on a farm. 

2 A teacher of agriculture in a secondary school should have 
good general knowledge of the entire field of agricultural subjects, 
including animal husbandry, dairy husbandry, poultry husbandry, 
soils, farm crops, vegetable gardening, fruit growing, plant diseases, 
entomology, farm management and farm machiner\^ In addition, 
he should have specialized in some phase of technical agriculture. 



II 

3 A teacher of agriculture should have knowledge of the science 
and art of teaching. A thorough knowledge of agriculture may be 
of little use unless the teacher also has knowledge of how to direct 
the activities of pupils. 

4 A teacher of agriculture should understand the intent of voca- 
tional agriculture, should be familiar with the farm home and should 
understand the problem of connecting the school work and the 
home activities of the pupils. 

5 A teacher of agriculture should possess skill in the use of wood- 
working tools and should have knowledge of mechanical drawing. 

ADVLSORY BOARDS 

Under the law a board of education maintaining a high school 
department of vocational agriculture is required to appoint an 
advisory board of at least hve members representing the local 
trades, industries and occupations. It is suggested that this board 
have stated meetings and be prepared to ( i ) advise in the organi- 
zation of courses of study, (2) assist in the development of a proper 
understanding on the part of the school patrons concerning the 
work of the department in its relation to the community, (3) con- 
tribute materials, carry on demonstrations or tests, give practical 
talks at the school or on their own farms, (4) assist in the organiza- 
tion of the home project activities of all grade and high school 
pupils, and (5) promote in any other manner the interests of the 
department. 

NOTES ON ORGANIZATION AND ADMINISTRATION 

CUKRICULUMS 

In the preparation of curriculums for a high school depart- 
ment of agriculture two types should be recognized : ( i ) a four- 
year curriculum and (2) a curriculum of less than four years. 

Four-year citrricitluni. A four-year curriculum is organized to 
meet the needs of a group of pupils regularly enrolled in the aca- 
demic department and leads to an academic diploma in vocational 
subjects. This diploma will be issued to pupils in recognized high 
schools who earn at least '/'2 counts, who meet the regular require- 
ments for an academic diploma as follows : English 16 counts, 
science 10 counts, mathematics 10 counts, history 10 counts, and 
obtain at least 25 counts for the successful completion of approved 
courses in vocational subjects. This diploma will admit the pupil to 



12 



the New York State College of Agriculture at Cornell University 
and to the College of Agriculture at Syracuse University. 

It is expected that there will be kept on file in each department 
of agriculture a statement of the curriculum leading to the aca- 
demic diploma in vocational subjects. After approval this cur- 
riculum should not be changed without consulting with the Director 
of the Division of Agricultural and Industrial Education. The fol- 
lowing suggestions will assist school officers in the preparation of a 
curriculum : 



PLACE IN 
CURRICULUM 



PERIODS 
A WEEK 



English 

First year 

Second year 

Third year 

Fourth year 

Mathematics 

Algebra 

Geometry 

Industrial arithmetic 

Science 

Biology 

Physics or chemistry 

Physics or chemistry (not chosen in third year) 
History and economics 

Community civics ^ 

Economics or 

History (course B) 

U. S. history with civics 

Agriculture 

First year 

vSecond year 

Third year 

Fourth year 



First year 

Second year 

Third year 

Fourth year 

First or second year. 
Second or third year 
Elective 

First year 

Third year 

Elective 

Second year 

Third year 

Third year 

Fourth year 

First year 

Second year 

Third year 

Fourth year 



4 
4 
4 
4 

5 
5 

5 
5 

5 

2h 
2\ 

5 
5 

lO 
ID 
10 
10 



1 The course in community civics published and recommended by the National Bureau of Edu- 
cation (Bui. 650, 1915, No. 23) will be. for the present, approved by the Department 



The organization of a four-year curriculum calls for a double 
period each day for agriculture and is based on the assumption 
that the home project is an integral part of the work for each of 
the four years ; credit for the work each year is given only after 
the completion of the projects. Regents credit of 7^ counts for 
each year's work in agriculture is given. The final statement of 
home projects, on blanks provided for this piu'pose, must be 
approved by the Division of Agricultural and Industrial Education 
before Regents credit can be granted. 



13 

It is recommended that first and second year agriculture precede 
third and fourth year agriculture in the case of pupils pursuing 
the four-year curriculum. In order that the teacher may teach 
the four years of agriculture it will be necessar}- to alternate at 
least two years of work. If the entering class is large each year 
it is well to teach first and second year agriculture and alternate 
third and fourth year. 

Curriculuvi of less than four years. In several sections of the 
State the agriculture is so specialized that a curriculum of less 
than four years will adequately meet the vocational needs of the 
pupils. In such districts school officers administering the depart- 
ment of agriculture should prepare a two-year or a three-year cur- 
riculum designed to emphasize training in a specialized field, such 
as grape growing, truck farming, etc. 

In some high schools the enrolment of bo}s is so small that a 
four-year curriculum is not warranted. In such schools a two-year 
or three-year curriculum may well be organized. Pupils desiring to 
receive intensive instruction in agriculture during any one year 
should be permitted to pursue two years of agricultural work. 

It is often desirable, under special conditions, for two small 
high schools conveniently located to join in the employment of a 
teacher of agriculture. Such a teacher would be able to give two 
years of work in each school by giving half of his time each day 
to each school ; in schools of this type a curriculum of two or pos- 
sibly three years should be organized. 

SUGGESTED ARRANGEMENT OF SCHEDULE OF CLASSES 

To make the teaching effective ample time should be provided 
for field study. This study requires extended trips to the homes 
of the pupils and the farms of the community to study practices, 
crops, soils, animals etc. It is suggested that the schedule of 
classes be so arranged that the withdrawal of pupils from school 
will not interfere with the class work of the other subjects. Also 
if the pupil is to conduct his project properly it frequently becomes 
necessary for him at critical stages in its progress to give more 
time than is permitted if he spends the entire time of each day 
attending school. This again requires an adjustment of the schedule 
of classes to provide for half day periods which may be devoted to 
agricultural instruction. 

This does not mean that the entire time of every half day is 
given over to agricultural instruction, but rather that the arrange- 



14 



ment of the schedule of classes will permit of such a program 
when the efficiency of the instruction reciuires it. The accompany- 
ing diagram illustrates how it may be made effective. The follow^- 
ing are the salient features of the plan : 

1 It will be necessary to alternate at least two years of w^ork if 
the four years of agriculture are to be given by one teacher. 

2 At least six months of supervised practice in agriculture is 
required for the completion of each year's work. In fulfilling this 
requirement it is suggested that provision be made for pupils to 
carry on a portion of this practice in half day periods during the 
regular session of the school. 

3 The time spent in supervised practice will be credited toward 
school attendance on the proper cerlification of the school authorities. 

4 On those days when field or practice work is not required the 
pupils will devote a double period to agriculture. The remaining 
periods in the half day may be devoted to the preparation of other 
school work. 



Suggested arrangement of the schedule of classes 



t/5 

Q 

O 


I 

2 

3 

4 


First year 
agriculture 


Third year 
academic subjects 


o 
2: 

5 

OS 

o 




5 
6 

7 


First year 
academic subjects 


Third year 
agriculture 


o 
o 
z 

u 

H 

fa 
< 






ALTERN.ATE 


YEAR 




o 


I 

2 

3 
4 


Second year 
agriculture 


Fourth year 
academic subjects 


o 
z 

S 

OS 

o 




5 
6 

7 


Second year 
academic subjects 


Fourth year 
agriculture 


z 
o 
o 
z 

w 

H 
< 



15 



THE COURSES OF STUDY AND TEACHING PLANS 

The class and laboratory instruction in a department of agricul- 
ture is based upon the practical experience gained on the home 
farm and at the project. In New York State there is a wide 
variation in the type of farming. On account of these facts it is 
impracticable to prepare courses of study for the various agricul- 
tural subjects that are adapted to all conditions. It is highly 
desirable, however, to organize the content of the various years' 
work in agriculture so as to include the important phases of agricul- 
tural production. The subjects indicated below are suggested for 
the four-year curriculum. School officers desiring to include addi- 
tional subjects or to rearrange those mentioned below should secure 
the approval of the Director of the Division of Agricultural and 
Industrial Education. 



First year agriculture 
Farm shop work 
Poultry husbandry 
Home gardening (if not given in 
second year) 



Third year agriculture 
Animal husbandry 
Fruit growing 
Dairying 



Second year agriculture 
Farm crops 
Soils and fertilizers 
Home gardening 



Fourth year agriculture 

Farm management and economics 
Farm engineering and machinery 



The agriculture taught in each department of agriculture should 
relate definitely to the type of farming dominant in that region 
and should be organized so as to make the fullest possible use of 
the pupil's experience gained on the farm and at the project as 
well as the experience of the successful farmers in the community. 
In order to facilitate this type of teaching each teacher of agricul- 
ture is expected to prepare at the beginning of each year an out- 
line of the subject matter he proposes to teach during that year. 
This outline is termed a " Course of Study and Yearly Teaching 
Plan" and should be on file, on or before September 15th of each 
year, in the Division of Agricultural and Industrial Education. 
After approval one copy will be returned to the school for filing. 
It will not be necessary for each teacher of agriculture to prepare 
an entirely new plan each year. Important changes in an approved 
plan should be forwarded in duplicate to this division for approval 
on or before September 15th of those years when such changes are 
necessary. Such changes will constitute a supplement to the original 
plan. 



i6 

In the preparation of the course of study and yearly teaching 
plan consideration should be had for the following: 

1 The subject matter in a year's work should be organized in 
accordance with the seasonal sequence of operations on the farm 
into " fall," " winter " and " spring," or monthly groups of topics 
and subtopics. 

2 The entire plan should be made up of a series of " units of 
work " or lessons and the approximate double periods which will 
be required to carry out each unit or lesson assigned to it. 

3 Careful study should be made of the agriculture of the region 
so that the fullest use may be made of the educational opportunities 
of the local farming practices. New teachers of agriculture should 
be employed August ist in order that they may have an opportunity 
to study the agriculture of the community and become acquainted 
with the successful farmers. Local agricultural surveys will assist 
teachers in the adjustment of the course of study and teaching plan 
to meet local needs. Individual surveys conducted by the pupils of 
the class in preparation for their class and project work should 
also be utilized. 

4 As the work progresses memoranda of the desired changes 
should be made to the end that the actual experience of teaching 
the various lessons may result in the preparation of a better course 
of study and teaching plan for the following year. 

THE HOME PROJECT 

The participation by all pupils in supei-vised agricultural practice 
is an essential part of vocational agricultural instruction. The 
school places emphasis on the fundamental principles, the best busi- 
ness methods and the most successful practices of farming. To 
make the fullest use of the educational opportunities of the school, 
the home and community, and to insure actual contact with practical 
work on the part of pupils, provision must be made for supervised 
farm work. This training in the practice of farming is accomplished 
by a home project which may be defined as a farming enterprise 
which is studied and planned at school under direction and carried 
into operation on the home farm or other farm where satisfactory 
arrangements are made under the supervision of the teacher of 
agriculture. It is not a series of problems relating to agriculture 
but is rather a definite piece of work in the conducting of which 
ownership, correct business methods, managerial ability, economic 
profit and study are emphasized. An approved home project is 
necessary to the completion of each year's work in agriculture. 



17 

In making preparation for and in conducting home project work 
with vocational pupils, teachers should give attention to the follow- 
ing general requirements : 

1 The home project must be conducted over a period of at least 
six months. This does not mean that six months is a sufficient 
amount of time in which to complete all projects. Animal and 
poultry projects, for example, should be continued for at least 
one year, and a strawberry or an orchard project should be con- 
tinued for at least two years. 

2 The major project must be chosen from the field of agricultural 
production studied that year. 

3 The project should be chosen at the earliest possible date 
in the course of instruction. In fact, with the exception of those 
in the entering class, pupils should choose their projects before the 
opening of school in the fall. The " Preliminary Statement of 
Home Projects " must be on file in duplicate in this division on or 
before November ist. 

In cases where it seems advisable to change the project after 
the preliminary statement has been approved, a record of such 
change should be forwarded in duplicate to this division. In every 
case this record should be accompanied by definite reasons for the 
change. 

Teachers should exercise great care in assisting pupils in the 
choice of their projects so that changes other than those warranted 
by study and investigation will not be necessary. Special attention 
should be given to the visitation of parents and the bringing about 
of a complete understanding on the part of all concerned in the 
problems and ultimate success of the project work. 

4 Project study should start immediately after the enrolment of 
pupils in the agricultural class and should furnish the basis for the 
agricultural instruction in any given subject. The organization of 
the subject matter in the yearly teaching plan should coordinate 
very closely with the problems and questions which the pupils are 
likely to encounter in conducting their individual projects. This 
is readily accomplished inasmuch as the subject matter and the 
activities of the project are each organized and conducted in 
accordance with the seasonal sequence of farming operations. 

5 The complete project plan, records, accounts and summary 
must be kept on file in the school. Pupils should be required to 
show evidence why the various phases of the work as planned have 
not been carried into effect if such a condition obtains. 



6 Project supervision should consist in continued instruction of 
individual pupils at the scene of their work and should be so con- 
ducted that definite problems may be left with the pupil at the close 
of each visit, together with suggestions or directions to be followed 
up by subsequent visits. 

7 The " Final Statement of Home Projects " should be on file 
in this division on or before May ist of the }'ear following the 
year in which the work was begun. 

LABORATORY AND RECITATION ROOM AND THE FARM SHOP 

The rooms and equipment provided for a department of agricul- 
ture should be as modem and convenient as for any other depart- 
ment in the school. Rooms are not to be used for this work unless 
they are well heated, lighted, ventilated and sanitary. Provision 
should be made for two rooms : laboratory and recitation room and 
the farm shop. 

The laboratory and recitation room and its equipment furnishes a 
means for demonstrating various phases of agriculture and affords 
an opportunity for securing individual experience. One large room 
properly equipped to serve as a combination laboratory and recita- 
tion room has been found most satisfactory (see figure i). 

This room should have running water and gas when possible. To 
save cost of plumbing it is better to have the water taps in the 
laboratory at one sink in a single drain. If gas is inaccessible, 
alcohol or other burners should be provided. The agricultural room 
should be near the ground with easy access to the outside of the 
building so that classes may readily pass in and out without dis- 
turbing others in the building. 

Laboratory tables approximately 6 by 2^^ feet, provided with 
three drawers, supply all needs for laboratory and recitation pur- 
poses. An arrangement of these tables as shown in figure i, with 
chairs for three pupils at each table, furnishes good seating accom- 
modations for class work. In many cases it is both convenient and 
economical to have these tables made locally. 

Adequate provision should be made to accommodate bulletins and 
periodicals. Bulletin holders or boxes or a bulletin case such as 
the one shown in figure i are convenient. A rack on which the 
current issues of the agricultural periodicals may be kept is also 
desirable. The bulletin case and the periodical rack may well be 
built in the farm shop. 




J 



Sliiiilff 



rrfciHiiHil 



19 

Ample case room should be provided for apparatus, laboratory- 
supplies and demonstration material. The upper doors should be 
of glass so that material may be readily located. The lower doors 
should be of wood, since glass so low down is frequently broken. 

The laboratory and recitation rooms should also contain plenty 
of drawer space. If possible, all cases should be mouse-proof so 
that grains and other edible material may be safely stored. The 
blackboard should be mounted in a frame so squared up and finished 
that a T-square may be used for the construction of blackboard 
figures. 

The purpose of the farm shop and its equipment is to furnish a 
means for instructing pupils how to do the repair and construction 
work which ordinarily needs to be done on the farm. Consideration 
should be had for (a) the fundamental tool operations, (b) care 
and sharpening of tools, (c) construction practice definitely related 
to the project work of the pupils. During those years when shop 
work is not definitely scheduled as a part of the course of study the 
shop should be open and in running order and pupils should receive 
instruction in special phases of shop work which develops as a 
result of their project study and class work. 

Under average conditions a room for shop work can be provided. 
It should be at least i6 by 24 feet in area, well lighted and pre- 
ferably with a southern exposure. Rooms not already suitable for 
the purpose may often be made so at small expense. If absolutely 
necessary, a basement room may be fitted up. In this case addi- 
tional windows will frequently be needed. 

The shop should be provided with portable benches. A bench 
16 feet by 48 inches provided with three vises on each side, designed 
by the department of rural engineering, State College of Agricul- 
ture, Ithaca, has been found veiw satisfactory. This bench accom- 
modates six pupils and under average conditions at least two such 
benches are necessary. The benches should be placed so as fully to 
utilize the floor space for handling lumber and work with the saw 
horses. It is suggested that provision be made in each shop for a 
bench with both a wood and a metal working vise such as might well 
be used on the farm. A lumber rack, usually built by the agricultural 
class, is an essential part of the farm shop equipment. Experience 
indicates that the best arrangement for the tools is to provide one 
or two wall cabinets approximately 6 by 4 feet and 10 to 12 inches 
deep. The cupboard doors should be hinged at the side and fitted 
with a hasp and lock at the middle. A grindstone or a foot 
power, high speed carborundum grinder should be provided. 



20 

The ceiling of the room should be properly prepared to deaden 
the soimd of work being done in the shop. The under side of the 
floor joists overhead should be sheathed with " deadening felt," and 
this covered by a tight wooden ceiling or by lathing and plastering. 
Metallic ceiling should not be used because of its sound-conducting 
properties. 

The floor should be of wood. Cement floors are cold and hard 
on the pupils' feet. An edged tool may be spoiled if dropped on a 
cement floor. The shop room should contain a blackboard arranged 
for the use of a T-square as described on page 19. 

EQUIPMENT 

In the selection and purchase of equipment for a department of 
agriculture consideration should be had for the following: 

1 If the department of agriculture is to qualify for state and 
federal aid provision must be made for the minimum list of equip- 
ment. It is not expected that the total amount of equipment in any 
given department of agriculture will be limited to this list, but 
rather that the minimum requirements shall be considered as the 
least amount with which effective teaching can be done. Teachers 
of agriculture should give special attention to additional equipment 
to meet the instructional needs of special phases of agriculture 
dominant in the community. 

2 At the openirijg of a department of agriculture and at the 
beginning of each year thereafter a list of needed materials and 
apparatus should be prepared by the teacher of agriculture. In the 
preparation of this list attention should be given to (a) the kind and 
amount of materials and apparatus, (b) where these may be pur- 
chased, and (c) the approximate cost. On receipt of this list the 
board of education should appropriate the necessary funds. 

3 Much valuable material for class and laboratory instruction 
may be collected by the teacher of agriculture from the community. 
This collection should be made in accordance with a carefully 
prepared plan of what is needed rather than to attempt to rely on 
gathering this material whenever it may be seen in the field. All 
materials should be preserved or mounted and labelled and neatly 
arranged in the laboratory cases. 

4 A considerable amount of laboratory apparatus may be con- 
structed ni the farm shop. Care, howc'ver, should be exercised in 
doing this work in the shop because if no educational aim is to be 
served and there is no great financial saving to be realized the 





'1^ 
joop puo 




21 

apparatus might better be purchased on the open market. The items 
of equipment shown in plates i and 2 should be constructed for 
each department of agriculture.^ 

5 Inasmuch as provision is made for the alternation of at least 
two years of work, the entire cost of equipment may be distributed 
over two years. 

6 An inventory of all apparatus should be kept on file at the 
school. At the beginning of each year blanks will be furnished by 
the Division of Agricultural and Industrial Education on which 
the school will be expected to report equipment added during the 
previous year. 

Minimum equipment for high school departments of vocational 

agriculture 

First Year Agriculture 

WOOD WORKING 

Amt. Item 

I i^" brad awl 

I Set bits li", 5/16", H", 7/16", 1/2", Vs", 54", Vs", 1" 

1 Countersink, rose 

2 Screwdriver bits, ^" tip and 5/16" tip 
2 Bit brace, 8" sweep 

12 Chisel, socket, firmer, two 34", one %", four ^", one 5^", three ^", one i" 

4 Dividers, 8", loose leg, wing 

I Set twist drills yg,-}i by 32ds, square shank 

I File, mill cut, 6" 

1 File, mill cut, 10" 

6 File, slim taper, triangular, 6" 

2 File, slim taper, 5" 
I File, auger bit 

I File card (cleaner) 

6 Gauge, marking, plain 

I Glass cutter, turret head 

I Grindstone, 2" x 24", ball bearing mounted with foot pedal 

I* Carpenter's hammer, equal number, bell face, adze eye, curved claw; and 

plain face, straight claw 

I Drawing knife, 8" 

I Level and plumb, wood 26" 

I Level stand and sights 

I Mallet (or more if shop made) 

3 Nail set (assorted) 
I Oiler 

I 12" half round wood file 



1 These plates have been prepared by L. M. Roehl, department of rural 
engineering, State College of Agriculture, Ithaca, N. Y. 
* One for each pupil in average size class. 



22 

Amt. Item 

4 Wood screw (adjustable) two S", two 12" 

2 4 foot steel bar carpenter's clamps 

I Oilstone, coarse and fine face carborundum 
I* Plane, jack, 14" iron, 2" cutter 

3 Pliers (assorted) 
I Punch, center 

1 Putty knife 

2 Saw, cross cut 22", 10 point 

3 Saw, cross cut, 24", 10 point 

1 Saw, cross cut, 26", 8 point 

2 Saws, rip, 26", 5 point 

1 Saw, compass, 16" 

2 Saw, coping, metal handle 

I Saw, hack, 10", with one doz. blades 

I Saw set 

1 Saw vise (shop made) 

3 Screwdrivers, 4", 8", and 10" 

3 Sliding T-bevels two 6", one 8" 

2 Square, steel, 16" or 18" x 24", polished 

I Square, mitre (])lade fixed at angle of 45°) 
I* Square, try, 8" or 9" tongue 
I Tape in case, 100 feet 

i" iron liench screw for liomc made bench vise (i for each vise needed) 
I Blacksmith's vise, 35^" jaw 
I* Bench stop (shop made) 
I 10" monkey wrench 
I* Two-foot rule, four fold 
I* Bench hook (shop made) 

blacksmith's tools 

6 Cold chisels (assorted sizes ji" to ^/s") 

I Set drills 14," to Yz" by i6ths with sfiuare shank to fit bit stock 

I Hammer, riveting 10 ounces 

I Punch, center 

I Set, stock, dies and taps 3/i6"-26 threads, yi"-26, 5/i6"-20, 7/i6"-i6, 

5^"-i6 for threading bolts and nuts 

I Breast drill or other geared drill 

(Installation of the following items included under lilacksmithing is optional with boards 

of education) 

I Anvil, 80 or 100 pounds steel with hardened face 

I Hardie to fit anvil 

I Forge, portable with hood and tub 

I Hammer, blacksmith's 2 pound 

I Hammer, ball pein 24 ounces 

I Tongs, 18" length straight lip, li" opening 

I Tongs, bolt, Vs'-y/' opening 

I Tongs, fluted jaw, for %" to 5/6" iron 



One for each BUiii! in averaac size class. 



23 

PIPE FITTING (optional) 



Amt. Item 



I Cutter, 3 wheel, cutting Ya'-'^" 

I Stock and dies, Armstrong type, cutting y\" , Yi" , Y^" , i", 1J4", 1Y2" , and 

2" for threading pipe 
I Pipe vise, capacity J/j"-2" 
X Wrench, 18" Stillson pattern, iron handle 
I Wrench, 12" Stillson pattern, iron handle 

TINNING 

I Soldering scraper 

1 Blow torch 

2 Copper, two pounds 
I Snips, 3^" cut 

1 Bar solder, half and half 
Muriatic acid and zinc 
Sal ammoniac 

HARNESS REPAIR 

6 Sewing awl, assorted 

2 Awl haft 

I Knife, harness-maker's straight 

I Punch, revolving 6 tube 

I Sewing horse made in shop 

I* Black shoemaker's wax 

I Paper needles, no. 7 

I Ball harness thread, no. 10 white 

I Box 50 assorted split rivets 

I Cake black harness soap 

I Quart can harness dressing 

I Riveting machine 

4 Boxes assorted tubular harness rivets 

DRAWING 

I* Board, 14" x 20" 

Drawing paper, sizes 8" x loYi" and 12" x 18"' 
I* Wooden T — square 22" 
I* 8" 45 degree angle triangle 
I* 8" 30 and 60 degree angle triangle 
I* Triangular Ijoxwood scale ?,/ ^2" , Vs", 3/16", I4'', H", Y^", Ya'\ i". I/'^". 

3" and full scale in 1/16" divisions 
I* 25<? compass 
I* 4 H. pencil 
I* Lead eraser 

Thumb tacks 



POULTRY EQUIPMENT 



1 Incubator (2, 3)! 

2 Sticking knives (i, 2) 
Collection poultry feeds in glass 



* One for each pupil in average size class. 

t Source (i) sliopniade, (2) purchased, (3) gratis. 



24 

Amt. Item 

Jars for exhibit (2, 3) 

Supply of poultry feeds for laboratory work 

Sample cartons (3) 
I Catching hook (i) 
I Butcher knife (2) 

Show crates (l) 

Carrying crates (i) 
I Egg scales (2) 
I Small hand sprayer (2, 3) 
I 30 pound milk scales (for use also in third year agriculture) (2) 

Insecticides and disinfectants (2, 3) 

Waterglass (2) 

Other temporary equipment made in shop for exhibition or project use 

Oat sprouter (i) 

Feed hoppers (different types) (i) 

Watering devices and stands (i) 

Second Year Agriculture 

I Soil auger (l, 2) 

I Round-pointed shovel (2) 

I Sieve for screening soils (l, 2) 

I Soil thermometer (2) 

1 Collection of fertilizer samples and lime (2, 3) 

2 Sheet celluloid 24" x 36" for capillary tubes (2) 

3 Mulch cylinder (i, 2) 
I Set soil bins (i) 

I Root study case (i) 

3 Germination trays (l) 

I Platform spring scales (" Family type ") (2) 

1* Tripod lens (2) 

I Collection threshed grains (3) 

I Collection weed seeds in vials (2, 3) 

I Collection grass seed and other farm seeds in vials (3) 

I Collection grasses and grains (whole plant) (3) 

I Set dry measures, including 2 quart, peck, half bushel and bushel 

Third Year Agriculture 

I Brass or brass-lined sprayer (2) 

I Babcock milk tester (2) 

I Dozen pipettes (2) 

I Burette (2) 

I Dozen whole milk bottles (2) 

■| Dozen cream bottles (2) 

■J Dozen skim milk bottles (2) 

^ Dozen acid measures (2) 

1 Quevenne lactometer (2) 

2 Dairy thermometer (2) 



One for each pupil in average size class. 



25 



Amt. Item 



I* Milk bottle holder (i) 

4 Test bottle brushes (2) 

1 Collection of feeds (3) 
4 Budding knives (2) 

2 Grafting chisel (i, 2) 

4 Pruning shears, hand (2) 

4 Pruning saw (2) 

^ Pound rafifia (2, 3) 

I Cylinder for hydrometer (2) 

I Measuring standard for horses (l, 2) 

I Sediment tester, simple inexpensive type (2) 

I Collection of fruit diseases and insect pests (3') 

1 Long handled lopping shears (2) 

Fourth Year Agriculture 

2 Trowel for cement work (2) 
Catalogues of farm machinery (3) 

I Plane table, 18" x 24" (i) 

I Level (included in ist-year list) 

I Measuring tape, 100 ft. (included in ist year list) 

Miscellaneous 

1 Gross ounce vials (2) 

4 Dozen 8-ounce wide mouth bottles with corks (2) 

4 Dozen easy-seal pint jars, clear glass (2) 

2 Dozen easy-seal quart jars, clear glass (2) 
I Dozen tumblers (2) 

I Dozen test tubes assorted (2) 

I Dozen flower pots, 6" (2) 

I Dozen pie tins (2) 

3 Dozen paper pie plates (2) 

^ Dozen 8" x 2" straight glass chimneys (2) 

3 Funnel (2) 

I Dozen 5' linen tapes and i' rulers (2, 3) 

1 Measuring cup in ounces (2) 

2 Graduate in 100 cc (2) 
I Graduate in 250 cc (2) 

I Oil or gas stove, with oven (2) 

I Rubber stamping outfit for charts (2) 

I Duplicator (i, 2) 

1 Pair shears (2) 

2 Large dish pan (2) 

3 Wooden, 3 to 5 gallon pail, tub, or container (2, 3) 
Support racks for use in setting up apparatus (i) 

6 Feet Rubber tubing (2) 

5 yds. Cheese cloth (2) 

Corks, assorted (2) 



One for each pupil in average size class. 



26 



Amt. Item 



2 Cake, parrafin (2) 

Gummed labels (2) 
I Package filter paper (2) 

Litmus paper (2) 

Sulphuric acid for milk testing (2) 

Commercial spray compounds (3) 

Lime (2) 

Sulphur (2) 

Chemicals in amounts needed for laboratory demonstrations (2) 

Copper sulfate (2) 

Formalin (2) 

Farrington's alkali tablets (2) 

Corrosive suldimatc tablets, colored (2) 

Washing compound (2) 

Arsenate of lead and other insecticides (2) 

Tallow, beeswax and rosin for grafting wax (2) 

Potassium permanganate (2) 

The school should own a portable slereopticon 

USE OF LAND 

It is neither necessary nor desirable for a school to own a farm; 
however, a plot ranging from one-half of an acre to not more 
than two acres owned or leased by the school may make the teach- 
ing of agriculture nuich more eiTective. This plot will fufnish a 
means of objective teaching and will serve to vitalize much of the 
agricultural instruction by providing a point of contact between the 
subject matter studiefl and the practices at the homes of the pupils 
and on the neighboring farms. The plot also conserves the time 
and effort of the teacher of agriculture by providing a means for 
group instruction. Boards of education and teachers of agriculture 
are urged to conduct a school plot as a part of the work of the 
department. 

In planning and conducting the school plot school officers sh(juld 
give attention to the following: 

1 The plot of ground should be representative of the true 
agricultural conditions of the region and if rented should be leased 
for a period of years. 

2 The plot should l)e conveniently located. 

3 Provision must be made for the tools and ecjuipment necessary 
to do the work. 

4 Use should be made of the labor of the boys just in so far as 
such labor possesses educational value, unless the boys are hired. 
It is usually necessary to hire some horse and man labor. 



27 

5 The cost of the plot need not be excessive. Usually the value 
of the product will more than pay the necessary expenses. 

6 The following types of work may well be undertaken : 
a Ear to row test of corn 

h Pedigreed breeding of corn 

c Tuber unit test of potatoes 

d Variety study of regional crops 

e Insect and disease studies including methods of control 

/ Liming and inoculation test 

g Representative section of a farm garden 

h Orchard work : varieties, cultural practices and succession of 

operations 
i Laboratory material : small grains, grasses, legumes and new 

crops 

THE AGRICULTURAL LIBRARY 

To meet the requirements for state and federal aid schools of 
agriculture are required to provide a library sufficient for effective 
study and instruction in the subjects to be taught. In building up 
such a library attention should be given to {a) reference books, 
{h) agricultural bulletins and reports and (c) periodicals. 

In selecting reference books for the agricultural library care 
should be taken to see that the library as a whole is well balanced. 
Several of the best books on each of the important groups of sub- 
jects should be included. This is better than to select a library that 
is especially strong in some particular field. In providing for major 
groups of subjects, however, attention should be given to those 
phases of agriculture dominant in the community. For example, in 
a dairying region more attention would be given to the purchase 
of books on dairy husbandry than in a fruit-growing region. 
Experience indicates that the practice of purchasing more than one 
copy of a book on a particular subject that is of special importance 
locally is a desirable one. For example, in regions where cabbage 
or potato growing are specialties, from three to five copies of the 
books dealing with these special crops might well be placed in the 
librarv. All reference books should be listed in the school accession 
book at the time of purchase. At the beginning of each year proper 
forms will be forwarded by the Division of Agricultural and Indus- 
trial Education to schools of agriculture. It is expected that all 
books purchased during the previous year will be reported to the 
division on these forms. 



28 

Teachers of agriculture should give attention to the collection 
of bulletin publications from the United States Department of 
Agriculture and the various state colleges, experiment stations 
and state departments of agriculture. These bulletins should 
( I ) be chosen with the end in view of selecting those essential 
to the needs of the pupils rather than attempting to assemble 
a large number, many of which will never be used, (2) be 
made a part of the school library rather than the personal property 
of the teacher, (3) be filed and cataloged in some simple and prac- 
tical way which will permit of ease in securing information and at 
the same time be easy to keep in order. 

In applying for bulletins, it is well to indicate the title as well 
as the number of the publication. Inasmuch as it is the custom of 
colleges and experiment stations to have a reserve list of bulletins 
set aside for library use, it is also well to state that the bulletins 
for which you are applying are for the school library. Representa- 
tives and senators of the various states usually have a large number 
of United States Department of Agriculture publications at their 
disposal and those publications that have been withdrawn from the 
free list may often be obtained free of charge upon application to 
them. 

Boards of education should make provision for the subscription 
by the school to several periodicals. These should be carefully 
selected with a view to meeting the agricultural needs of the com- 
munity. 

SUMMER WORK OF THE TEACHER OF AGRICULTURE 

It is an essential part of the organization of the school that the 
teacher of agriculture be employed for service during the summer 
months. It is necessary for the board of education or trustees to 
determine the educational services to be rendered by this teacher 
during the time the school is not open (the summer vacation). This 
plan is to be submitted to the Division of Agricultural and Industrial 
Education. The following suggestions will be of assistance to 
boards of education in planning this work : 

1 The school year should begin August ist rather than in Septem- 
ber or July. This w-ill give a new teacher an opportunity to get 
acquainted with the agriculture of the section and to formulate the 
course of study and teaching plan. 

2 The following are some phases of summer work suggested for 
the teacher of agriculture: (a) supervision of senior and junior 
projects, (b) collecting materials for classroom and laboratory use 



29 

the following year, (c) locating objective points and making 
arrangements for field trips to be taken the following year, (d) 
studying the agricultural practices of the region by means of sur- 
veys and personal conferences, (e) investigating the need and 
making preliminary arrangements for short unit and evening 
courses, (/) cooperating with organized agricultural agencies in 
conducting work in the community that is of mutual benefit to such 
agencies and to the department of agriculture, (g) attending to the 
school plot. 

The teacher of agriculture should keep a diary of his activities 
during the two summer months when school is closed. It is desir- 
able to add to this a summary of extension work throughout the 
year, including rural school visits, local fairs or exhibits held, 
meetings held, attended, or addressed, articles prepared for news- 
papers, farm visits, advice or demonstrations given to farmers. 

GROUPS OF PUPILS TO BE REACHED BY A DEPARTMENT 

In the organization of a high school department of vocational 
agriculture consideration should be had for at least three groups 
of pupils. These are: 

1 Pupils regularly enrolled in the high school who pursue the 
agricultural curriculum leading to an academic diploma in vocational 
subjects. 

2 Boys and young men who have left school without completing 
the elementary or high school courses and who may be interested in 
receiving definite instruction in the vocation of farming. This group 
may be admitted to the regular agricultural classes and may elect 
such academic subjects as they may desire, or they may be enrolled 
in special classes organized during the winter months when the 
farm work is slack. This instruction should be designed to meet 
the special needs of the group and should focus on a farm project 
which each pupil should undertake and conduct for a period of at 
least six months under the supervision of the teacher of agriculture. 

3 Adults living and working on farms desiring instruction in 
specialized phases of their work. The needs of this group may well 
be met by the organization of short unit day or evening classes, 
the frequency of which will be determined in a large measure by 
the members of the class. The instruction should be organized 
with a farm enterprise in a special field of production as the basis 
of discussion. Whereas the teacher of agriculture will have general 
direction of the work, his efforts will be supplemented by special 



30 

lectures or demonstrations given by persons of the community who 
have done successful work in the field under discussion or by 
specialists from the Colleg-e of Agriculture and Experiment Station 
or by county farm bureau agents. 

DUPLICATION OF MONEY FOR APPARATUS AND UTENSILS 

Money expended for books and apparatus, including tools and 
utensils to be used in the vocational departments of high schools, 
will be duplicated from the academic fund in the same way as 
expenditures for physical and chemical apparatus. No duplication 
will be made for money expended for unbound periodicals, series 
or sets of books by different authors, textbooks, furniture, fixtures, 
benches, machinery, chemicals or supplies consumed in using. 

TEACHER OF AGRICULTURE AS PRINCIPAL 

In case a qualified teacher of agriculture is serving as principal, 
he may be considered as the first teacher of agriculture under the 
condition that (a) all his teaching is of vocational subjects, (b) an 
assistant principal is provided. This arrangement should not be 
made without consulting the division, as it is sometimes difficult to 
maintain a satisfactory organization when the teacher of agriculture 
acts as principal. 

NONRESIDENT TUITION 

Nonresident ini|)ils of academic grade who come from districts 
not having academic departments and who are enrolled in the 
vocational courses may be counted for payment of tuition by the 
State, under the same conditions as pupils taking the ordinary high 
school work. 

TIME OF RECEIVING APPORTIONMENTS 

The apportionments for vocational schools are based upon the 
annual financial report rendered at the close of the school year. 
The apportionments from state funds are paid with the district and 
teachers quotas in March and May following the close of the school 
year. The apportionments from federal funds are paid on or before 
September ist of each year. 

SCHOOL RECORDS 

The following records should be kept on file at the school subject 
to inspection : 

1 Register of pupils in all agricultural classes 

2 Teacher's class book 

3 Copy of all examination questions 



31 

4 Diary of summer work 

5 Inventory of library books and equipment 

6 Complete records of each pupil's project. These records should include 
(a) project plans, (b) financial and labor records and (c) a project sum- 
rnarj'. Attention is called to the form on the title page of the final state- 
ment of home projects which reads "There is on file in this school a 
detailed record of each project" 

7 Permanent record of all vocational pupils 

The following is a list of reports to be made to the Division of 
Agricultural and Industrial Education by each teacher of agricul- 
ture with approximate dates of transmissal : 

September 15 — Courses of study and teaching plans 

November i — Preliminary statement of home projects 

May I — Final statement of home projects for the previous year 

June I — -Claim for academic credit for subjects studied during the previous 

year. These claims are to be made after the final statement of home projects 

has been approved 

SUGGESTED CONTR.\CT FOR TEACHER OF AGRICULTURE 
Sections 561 to 566 inclusive of the Education Law of igio 

I of county of 

a duly qualified teacher, hereby contract with the board of trustees of dis- 
trict no , town of county of 

to teach agriculture in the public schools of said dis- 
trict for the term of fifty-two consecutive weeks except as hereafter pro- 
vided, commencing August i, ig.. and ending July 31, 19.. at a monthly 

compensation of dollars and cents payable at 

the end of each thirty days during the term of such employment. One per 
cent of the amount of each order or warrant issued in payment of the com- 
pensation required to be paid hereunder shall be deducted as provided by 
article 43 B of the Education Law relative to the state teachers retirement 
fund. 

And the board of trustees of said district hereby contract to employ said 
teacher for said period at the said rate of compensation, payable at the times 
herein stated. 

Said board of trustees reserve the right to provide for a vacation or vaca- 
tions of not more than weeks in the aggregate, such vacation 

not to occur during the moiUhs of July and August. 

Under the rules and regulations of the Board of Regents governing the 
professional improvcmciU of teachers of agriculture the board of education 

hereby designates as the period of professional 

improvement for the teacher of agriculture, such period to be considered as 
a part of the teacher's term of service under this contract. 
Date 19 

TcacJier 
>■ Trustees 



32 

This contract shall be executed in duplicate and one copy thereof 
given to the teacher and one retained by the board. 

TERMINOLOGY 

The following terminology which has come to have general 
acceptance in the literature dealing with vocational agricultural 
education is used by the Division of Agricultural and Industrial 
Education. 

Educational 

Vocational education shall mean any form of specialized educa- 
tion the controlling purpose of which is to be fit for profitable 
employment. 

Vocational agricnltural education as used in this bulletin is " that 
education of less than college grade which is designed to meet the 
needs of pupils fourteen years of age or over who intend to follow 
agricultural pursuits, which gives the skill and knowledge necessary 
to the control of plant and animal production to the end of economic 
profit and which is so articulated with other education as to promote 
the most desirable farm community life."'^ 

Administratii'e 

The program of studies shall mean all the subjects ofifered in a 
given school without reference to any principle of organizing these 
subjects into curriculums. 

The curriculum is a group of subjects systematically organized 
for any pupil or for any clearly differentiated group of pupils. It 
extends through a definite period of time and leads to a certificate 
or diploma. It also represents an arrangement of courses within 
which a pupil is restricted in his choice of work. 

The course of study shall mean the quantity, kind and orgniza- 
tion of subject matter in any given subject of instruction offered 
within a definite period of time. 

Schedule of classes shall refer to the daily and weekly arrange- 
ment of classes for recitation and laboratory work. 

A copy of the State Education Law relating to the establishment 
and maintenance of vocational schools may be had by addressing 
the Division of Agricultural and Industrial Education, Education 
Department, Albany. 



* Subcommittee on Agriculture of the Committee of the National Educa- 
tion Association on the reorganization of Secondary Education. 



LIBRARY OF CONGRESS 



002 744 500 7 



